WHAT IS THE FOCUS OF HOENNY CENTER RESEARCH AND WHY IS IT NEW?
The focus of our analysis is the educational situation that two students create when they enter into a teaching-learning relationship, or peer-teaching dyad. More specifically we study the motivations, strategies, and rewards of preK-12 students who engage in peer teaching. Interaction analysis, teacher personality research, etc. were earlier attempts to get at this issue with behavioral or psychological measurements of various kinds. We will take cognizance of that and other work, of course; but we don’t intend to repeat it unless it is worth replicating. We constantly examine the current research [.pdf] on peer teaching, and a report summarizing this research up to 2002 is available on this web site. First, we noticed that most of this research, and much of the research on constructivist classrooms, focuses on various valuable outcomes, but generally ignores growth in the teaching skills of students. We intend to make the teaching skills of students central in our work. Second, much
